Description
This qualitative case study examines seven bilingual Latino boys who were motivated readers. Several theories were examined in relationship to the study: sociocultural theory, reading motivation theories, and gender schema theory. Prior studies involving reading motivation of boys and Latinos showed a gap between boys and girls in reading achievement, high school completion, and college enrollment. Studies about reading motivation included choice in books, reading amount, social context of reading, habitual reading habits, and out-of-school reading as important factors that influence reading motivation. Additionally, Latino cultural factors such as machismo and familismo were examined as factors that influence motivation to read.
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
The study participants attended a large, urban school in Arizona and were selected from senior English classes after completing a participant selection survey. On the participant selection survey, boys self-identified their gender, language, and ethnicity; by several questions about attitudes toward reading and reading amount rated on a 10-point Likert scale gauged reading motivation. Each participant participated in an individual interview, completed a 60-question questionnaire/survey, and either attended a group interview or a second individual interview.
Data were triangulated by using data from these three sources and was coded as it was collected using Nvivo qualitative coding software. Coding began with five, basic categories derived from the study questions: motivation, home experiences, school experiences, school performance, and attitude toward reading. As coding continued, the coding categories expanded to include categories such as location of reading materials, access to books, choices in reading, format of texts, and many others. Eventually, there were four distinct categories that stood out in the findings: reading self-perception, purposes, preferences, and practices. The findings have a correlation to previous studies about reading motivation, but also add to the growing field of literature in the area of Latino boys' reading motivation.
Keywords: reading, motivation, self-efficacy, situational interest, Latino, boys, high school, gender, types of reading, reading purposes
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Details
Title
- Bilingual Latino high school boys' reading motivation: seven case studies examining factors that influence motivation to read
Contributors
- Shaffer, Shelly (Author)
- Blasingame, James (Thesis advisor)
- Roen, Duane (Committee member)
- Marsh, Josephine (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2015
Subjects
- Education
- Teacher Education
- English as a Second Language
- Bilingual
- Boys
- Latino
- Motivation
- Reading
- Hispanic American boys--Books and reading.
- Hispanic American boys
- High school boys--Books and reading--United States.
- High school boys
- Hispanic American boys--Psychology.
- Hispanic American boys
- High school boys--United States--Psychology.
- High school boys
- Motivation (Psychology) in adolescence--United States.
- Motivation (Psychology) in adolescence
- Motivation in education--United States.
- Bilingualism--United States--Psychological aspects.
- Bilingualism
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ph. D., Arizona State University, 2015
- bibliographyIncludes bibliographical references (pages 185-197)
- Field of study: Curriculum and instruction
Citation and reuse
Statement of Responsibility
by Shelly Shaffer